I agree with Lisa Wirthman that the topic of gifted and special-needs students being left behind in schools is a growing problem that needs to be addressed.

I am a high school student who struggles with a learning disability. I was the kid in class who didn’t do my work and couldn’t sit still or focus on a simple task. My teachers throughout years did not acknowledge that I had a disability. They simply would send me out of class or talk to my parents about how disruptive I was. I was always a low-scoring student and honestly never understood what I was learning.

The point Wirthman makes is our education system is growing but its only concern is to make the curriculum for the “average” student. The gifted and special-needs students continue to fail or not reach their full potential due to the “important” or average student who succeeds.

I hope this article is taken seriously to help kids in all schools around the country who are gifted or have special needs, just like me.

Maddy Miller, Centennial

This letter was published in the Dec. 16 edition.

While I agree with many of Lisa Wirthman’s sentiments, and critical thinking is lacking in many of our classrooms, her argument is misframed. Colorado’s public schools are far from focused on the middle. Most public schools are focused on “bubble kids,” students a few points away from advancing in level (i.e., from unsatisfied to partially proficient) because there is more effect with less effort. They are also focused on the below-average for the same reasons, but what can you expect when standardized testing is used to determine funding? Easy growth is still growth.

Divergent thinkers have always suffered in our very concrete, linear system, and as we consistently enforce specialization at earlier ages, won’t they suffer more? Won’t we all, as the diversity of logic used in each discipline helps create out-of-the-box thinkers?

Chris Cousineau, Golden

This letter was published in the Dec. 16 edition.

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